Memorization Strategies. According to Tejeda V.

(2023)

memorization works as a two-step process: encoding and retrieval.

During the encoding stage, new information is stored in the form of

memories by using different cognitive processes, such as

elaboration, association, and visual imagery. These memories are

then recalled during the retrieval stage through neural connections.

Memorization requires steps that must be considered. As stated, the

first is to have an 'Attention,’ "First things first—focus on the

material you are trying to memorize and be aware of it in real-time.

In other words, don’t passively listen, read, or watch when trying

to memorize things. Try to take your time and pay attention to each

detail, allowing the material to sink in. By doing this repeatedly,

you train your brain to let fewer pieces of information fall through

the cracks." Second is 'Encoding', "Encoding works with either long-

term or short-term memory. To ensure the information you’re

consuming sticks long-term, it often helps to connect the material

to other related or similar ideas, concepts, and experiences. This

will help strengthen your memory and allow the material to be stored

more easily." Third is 'Storage', "Once you have encoded the

information and connected it to other known concepts, you should

store the material in a repetitive way that is easy to remember,

such as using a memory palace or flashcards." And fourth is

'Retrieval', "Finally, use active recall practices such as quizzing

yourself, studying in a group, or using memory games to ensure the

material is remembered correctly. Don’t forget to practice the

material regularly. You can practice these exercises with either

recitation or active recall. This method of recall is based on the

fact that memory weakens over time.

Moreover, according to Maccoby & Jacklin (2014) memorization

has two common methods used which are visual and verbal. Visual

technique involves the use of images, maps, and diagrams to help

with memory recall. This method focuses on creating a mental image

or visual representation of the information being learned. Some

examples of visual memorization techniques are: Mind Maps,

Flashcards, Color coding, Infographics, Diagrams, Mnemonic. On the

other hand, verbal techniques involve the use of words and language

to help with memory recall. This method includes repetition,

mnemonic devices, and acronyms to help remember information. Some

examples of verbal memorization techniques are: Chunking, Acronyms,

Association, Recording, Repetition, Alliteration.

As stated by Renard L. (2023) different strategies can help in

student’s memorization. First, teachers must structure lessons the

way stories are structured. Second, students can use the Acronym

method, creating an acronym for the words you have to remember, then

just remember the acronym. Third, the rhyming method, memorizing a

series of words by using a rhyme. Fourth is the method of loci. With

this method, students have to memorize a series of locations on a

daily familiar walk and associate it with the information. Fifth,

Link method memory, with this, students have to come up with some

kind of story in order to link every word to another in some way.

The next is, First-letter method, the first-letter method is similar

to the acronym method. Students have to think of a phrase, where the

first letter of the first word is the same as the first word in the

list. Third to the last is, using a song, memorize the study

material by applying it to a music melody, creating students "own

song". Second to the last is the Image method, " Images are very

compelling and students remember more often the images than text.

Lastly, Mnemonic Imagery game, this one requires a lot of

imagination. It is most effective to associate visual imagery with

the words. He emphasizes that memorization strategies are different

for each person. There are no best ways to memorize things. Some of

the students will use songs, other acronyms. It's important to let

students choose their tactics.

Students have different strategies in the learning process.

For example, while some students are focused on abstraction rule;

some students are especially focused on memorizing for learning that

there are sample-based situations (Little and McDaniel, 2015, p.

289). It shows how individual differences lead to the learning

process. Because, while some students do not tend to summarize the

information in the learning process; some students rely on

memorizing information (Little & McDaniel, 2015, p. 289).

In addition, Kedziora K. (2017) competitive memorizers claim

that practicing visualization techniques and using memory tricks

enable them to remember large chunks of information quickly. It

shows that students who use memory tricks perform better than those

who do not. Memory tricks help expand students' working memory and

access long term memory. These techniques can also enable learners
to remember some concepts for years or even for life. Finally,

memory tricks lead to understanding and higher order thinking.

First, try to understand the information first. Information that is

organized and makes sense to the reader is easier to memorize. If

the readers figure out that it is hard to understand the material,

spend some time on understanding the material before memorizing it.

Second, link it. The readers can connect the information to

something that they already know. Material in isolation is more

difficult to remember than material that is connected to other

concepts. Third, sleep on it. Studies show that the brain processes

and stores information while asleep. Try to review information just

before going to sleep- even if it's only for a few minutes-and see

if it helps embed the information in the memory. Fourth, self-test.

Have a quiz by actively recalling the information, do not simply

reread notes or a textbook. Avoid quizzes immediately after trying

to memorize something. Wait a few hours, or even a day or two, to

see if it has really stuck in your memory. Fifth, use distributed

practice. For a concept to move from temporary working memory to

long-term memory, two things need to happen: the concept should be

memorable and it should be repeated. Use repetition to firmly lodge

information in the memory. Repetition techniques can involve things

like flash cards, and self-test. Space out while studying and

repetition over several days, and start to increase the time in

between each study session. Spacing it out and gradually extending

the times in between can help learners become more certain of

mastery and lock the concepts into place. Sixth, Write it out. Try
writing notes by hand during a lecture or rewriting and reorganizing

notes or information by hand after a lecture. While writing out a

concept that learners want to remember, try to say the information

out loud and visualize the concept as well. Seventh, Create

meaningful groups. A good strategy for memorizing is to create

meaningful groups that simplify the material. Eight, Use mnemonics.

Mnemonics are systems and tricks that make information memorable.

One common type is when the first letter of each word in a sentence

is also the first letter of each word in a list that needs to be

memorized. Ninth, Talk to yourself. It may seem strange at first,

but talking to yourself about the material you are trying to

memorize can be an effective memory tool. Try speaking aloud instead

of simply highlighting or rereading information. Second to the last

is to exercise. Exercise can improve memory and learning

capabilities because it helps create neurons in areas that relate to

memory. Cardio and resistance training (weights) both have powerful

effects. Lastly, Interleaving is the idea of mixing or alternating

skills or concepts that students want to memorize.

Equally important, visual and spatial techniques are memory

tricks that involve the five senses. The utilization of images,

songs, feelings, and bodies help information stick. Humans have

outstanding visual and spatial memory systems. When learners use

visual and spatial memory techniques, it is fun, memorable, and

creative approaches rather than boring, rote memorization. This

makes it easier to see, feel, or hear the things readers want to

remember. Visual and spatial techniques also free up working memory.

When readers group things together, they enhance long-term memory.

Using visual and spatial techniques it helps the mind focus and pay

attention. It helps to make learners learn meaningfully, memorably,

and fun. First helpful memorization strategies are; first, memorable

visual images. try making a memorable visual image to represent the

item. Images are important because they connect directly to the

reader's brain’s visuospatial centers. Images help remember

difficult concepts by tapping into visual areas. Second, the memory

palace technique. This technique involves visualizing a familiar

place—like the layout of the house or dorm room—and using it as a

visual space where readers can deposit concept-images that they want

to remember. Third, songs and jingles. Much like the memory palace

and images, songs or jingles use the brain's right hemisphere and

can help remember tricky things like equations and lists. Fourth,

the five senses. Using as many of the five senses as possible when

studying helps use more parts of the brain and retain information

better. Lastly, lively visual metaphors or analogies. This can help

not only remember but understand concepts, especially in math and

science. A metaphor is a way of realizing that one thing is somehow

similar to another.

Other memorization strategies. According to Hoque (2018) the

significance of effective memorization techniques in educational

settings cannot be overstated, particularly in the context of

facilitating learning and enhancing cognitive processes among

students. This review synthesizes various strategies aimed at

optimizing memory retention and recall, drawing insights from

empirical research and educational practices.

Mnemonic devices emerge as a prominent strategy for improving

memory efficiency. These devices capitalize on the brain's

inclination towards active, engaging, and meaningful information

processing. Research underscores the efficacy of mnemonic techniques

in aiding information retention, as they leverage prior knowledge

and pattern recognition mechanisms within the brain.

Moreover, chunking, or the process of grouping items into

categories or associations, offers a practical approach to enhancing

memory. By organizing information into manageable chunks, students

can facilitate recall and comprehension. Incorporating contextual

cues, such as associating words with related concepts, enables

learners to consolidate their understanding and reinforce memory

retrieval. Active involvement in teaching others emerges as a potent

strategy for enhancing memory retention and conceptual

understanding. By assuming the role of educators and imparting

learned concepts to peers, students engage in deeper levels of

processing, thereby reinforcing their own comprehension and memory

consolidation.

Furthermore, the integration of mental imagery into

instructional practices serves as a valuable tool for enhancing

working memory. Visual representations aid in contextualizing

abstract concepts, facilitating deeper comprehension and retention.

Employing visual cues during learning tasks, such as associating

words with vivid images, promotes mnemonic encoding and strengthens

memory associations.

Additionally, Hoque added fostering focused attention emerges

as a crucial determinant of memory retention. Studies emphasize the

pivotal role of sustained attention in encoding and consolidating

information into long-term memory. Encouraging students to adopt

active learning strategies, such as visualization and note-taking,

cultivates attentive engagement, thereby enhancing information

retention.

The integration of technology offers innovative avenues for

enhancing memory consolidation and retrieval. Leveraging digital

platforms and multimedia resources enables students to engage with

content in dynamic and interactive ways. Interactive exercises,

collaborative platforms, and multimedia presentations facilitate

active learning experiences, thereby promoting memory consolidation

and comprehension.

Moreover, emotional engagement emerges as a facilitative factor

in memory retention. Connecting learning experiences to personal

emotions and experiences enhances mnemonic encoding and retrieval

processes. Encouraging students to emotionally resonate with the

subject matter fosters deeper engagement and facilitates enduring

memory traces.

Furthermore, employing visual and spatial memory techniques

capitalizes on the brain's innate capacity for sensory processing

and spatial navigation. Utilizing multisensory approaches, such as

visual imagery and spatial organization, enhances memory encoding

and retrieval. Incorporating mnemonic strategies that engage

multiple senses promotes holistic learning experiences and

reinforces memory consolidation.

In conclusion, the review elucidates the multifaceted nature of

memorization techniques and their profound implications for

educational practice. By incorporating mnemonic strategies,

fostering active engagement, leveraging technology, and tapping into

emotional and sensory modalities, educators can empower students to

optimize memory retention, deepen comprehension, and facilitate

lifelong learning.

In a comprehensive examination of memorization strategies,

Learning Box Online (2022) delineates various categorizations

essential for effective retention. Among these classifications are

verbal techniques, which harness the power of language and auditory

processing for memory consolidation. Visual strategies capitalize on

the brain's capacity to absorb and retain information through images

and spatial relationships. Additionally, the article highlights the

efficacy of writing as a mnemonic tool, engaging motor skills and

reinforcing neural pathways through active participation. Interval

learning emerges as another key strategy, emphasizing the importance

of spaced repetition and structured review sessions for long-term

retention. By elucidating these distinct methodologies, Learning Box

Online equips learners with a versatile toolkit for optimizing

memory encoding and retrieval.

Verbal Techniques (Rhyming and Mnemonics). According to Heerema

(2022) Rhyming and mnemonics represent powerful memorization

strategies that capitalize on the brain's affinity for patterns and

associations. Rhyming involves creating rhythmic patterns of sounds,

often within words or phrases, to aid in the retention of

information. Mnemonics, on the other hand, encompass a range of

techniques such as acronyms, visual imagery, or word associations to

encode data in a more memorable format. These strategies leverage

cognitive processes like chunking and elaborative rehearsal,

facilitating easier recall and application of learned material in

various contexts.

Next is Recitation. Recitation is a potent technique for

enhancing memory retention. It involves the active process of

verbally rehearsing information aloud, reinforcing neural

connections through multisensory engagement. By articulating

concepts or facts in one's own words, individuals solidify their

understanding and consolidate learning. This approach leverages

auditory and kinesthetic learning modalities, making recitation an

effective tool for long-term memorization and comprehension

enhancement (Pinola, 2019).

Visual Techniques (Schematization, Memory Palace, and Writing).

Schematization, a cognitive process discussed in various educational

contexts, involves the creation of diagrams, charts, or

illustrations to facilitate understanding and retention of complex

information. By visually representing relationships, hierarchies,

and connections within a subject, schematization enables individuals

to grasp concepts holistically. Mind maps, in particular, emerge as

a valuable tool in this regard, allowing users to organize thoughts

and ideas in a nonlinear format. Through the act of structuring

information spatially and incorporating visual elements, such as

colors and symbols, schematization enhances memory encoding and

retrieval. Ultimately, this approach fosters deeper comprehension

and more efficient recall of learned material (Asana, 2023).

Memory Palace (Flash Cards). According to Asana (2023) the

Memory Palace technique, coupled with flashcards, offers a dynamic

approach to memory enhancement. By visualizing vivid images

representing information and mentally placing them at specific

locations within a familiar setting, such as one's own house,

individuals create a memorable spatial framework for organizing

knowledge. The technique relies on the principle that the more

bizarre or unusual the images, the easier they are to recall.

Integrating flashcards into this method allows for the systematic

review and reinforcement of associations between information and

spatial contexts. Through consistent practice, the Memory Palace

with flashcards cultivates robust mnemonic connections, facilitating

efficient encoding and retrieval of diverse sets of information.

Writing (Taking Notes). Writing by hand offers a distinct

advantage in note-taking, fostering deeper engagement and retention

of information. By physically transcribing content, individuals are

prompted to rephrase concepts in their own words, promoting active

processing and encoding. This process not only reinforces

understanding but also facilitates personalized connections with the

material. Additionally, the tactile experience of writing enhances

sensory input, contributing to more robust memory formation.

Embracing handwritten notes over typing thus emerges as a valuable

strategy for enhancing learning outcomes and long-term retention

(Asana, 2023).

According to Wang (2023) memorization, regarded as a

fundamental component of language learning strategies (LLS), has

garnered significant attention in educational research. Scholars

have explored the conceptual underpinnings of memorization

strategies within the context of foreign language learning (FLL),

elucidating its role in facilitating language acquisition and

retention.

Dansereau (2014), Richards & Platt (2016) conceptualize

memorization strategies as cognitive operations employed by learners

to acquire, store, retrieve, and utilize information effectively.

This perspective underscores the integral role of memorization in

the learning process, emphasizing its contribution to knowledge

retention and application.

Oxford (2015) further delineate the significance of

memorization in FLL by defining foreign language learning strategies

as mechanisms that aid learners in assimilating linguistic elements,

storing them in long-term memory, and deploying them as needed. This

conceptualization highlights memorization as a pivotal aspect of

language acquisition, particularly in contexts where learners have

limited exposure to the target language environment.

Cohen (2014) underscores the role of memorization strategies in

formal language learning settings, posting them as tools for

committing linguistic material to memory, especially when natural

exposure opportunities are scarce. This perspective underscores the

adaptive nature of memorization strategies, wherein learners

actively engage in mnemonic techniques to supplement their language

learning endeavors.

Moreover, the significance of memorization in FLL is

underscored by its pragmatic utility for learners, particularly

English as a Foreign Language (EFL) learners. Given the constraints

of limited language exposure, memorization strategies serve as

effective aids for consolidating vocabulary, grammatical structures,

and linguistic patterns essential for language proficiency

development.

Overall, these studies elucidate the multifaceted nature of

memorization strategies in FLL, highlighting their cognitive,

pedagogical, and practical implications for language learners. By

recognizing memorization as a pivotal aspect of language

acquisition, educators can devise instructional approaches that

leverage mnemonic techniques to enhance learning outcomes and foster

linguistic proficiency among learners.

Equally important, students use memory strategies at implicit

and explicit levels of awareness. At the implicit level, students

use memory strategies without necessarily realizing that they are

employing strategies (Siegler & Stern, 2015). For example, if asked

to list classmates' names, rather than telling them in a haphazard

method, one may start by listing fellow students into groups or

clusters based on seating arrangements, ethnicity, or gender.

Listing information in this manner provides organization and helps

prevent forgetting someone (Bjorklund & Zeman, 2014). Using this

conceptual organization is a memory strategy. The memory strategies

recommended to teachers and students include elaboration, mental

imagery, mnemonics, organization, and rehearsal (Santrock, 2015;

Schunk, 2017; Woolfolk, 2014). Discussion of each of these

strategies is given as follows for teachers and students to adopt.

Other Examples of Memorization Strategies. Rehearsal, a common

method for studying information, involves repeating the material

silently until it is memorized. One of the more important studies

regarding the rehearsal method was conducted by Flavell, Beach, and

Chinsky (2014). Consciously rehearsing information over and over can

somewhat slightly extend the length of time it stays in memory.

Santrock (2014) stated that rehearsal works best when encoding and

remembering of a list of items for a brief period of time, but it

does not work well when retaining information over the long term.

Woolfolk (2016) also mentioned that rehearsal works well with highly

overlearned material, such as multiplication facts, spelling words,

or a play script, but it does not work well for remembering more

complex and meaningful information. For example, to remember

multiplication facts, students can repeat them over and over

verbally or in written form. However, Harris and Qualls (2018)

stated that rehearsal is primarily used for disposable memory

traces, such as a single-use telephone number that would be

forgotten immediately after its use.

Another memory strategy that has an impact on how people recall

information is imagery. Imagery can be described as developing a

mental picture of what needs to be recalled. A study conducted by

Clark and Paivio (2015) showed that the use of imagery when studying

can impact performance in several educational domains. Visualizing

images of verbal information leads to the construction of mental

imagery. The dual coding theory (Paivio, 2014) states that memory

for linguistic information is enhanced if relevant imaginal

information is activated, and such activation of both verbal and

nonverbal systems results in the dual coding of information. Schunk

(2015) suggested different ways to elicit students’ mental imagery,

such as having students close their eyes and think about a story

scene, steps of an experiment, or dance movement, etc. For example,

to remember a historic incident, students can use mental imagery to

visualize a battlefield with eyes closed. After reviewing the use of

mental imagery in classrooms, Douville Running head: MEMORY

STRATEGIES 5 (2016) concluded that mental imagery is best used in

facilitating deep-level engagement in reading, generating

descriptive words in writing, and concretizing abstract mathematical

concepts.

A further type of memory strategy is elaboration. This strategy

incorporates two or more items together to represent an image,

sentence, or word. For example, an image of a pizza sitting on top

of the phone may help a person remember to order a pizza for dinner.

Two additional examples of elaboration strategies include the

keyword method and the peg word system. Adding distinctiveness to

new information exemplifies the strategy of elaboration. Woolfolk

(2018) explained that elaboration assists encoding and retrieval of

new information because it links new information to older

information.

The keyword method is a strategy that incorporates the meaning

of the word along with a rhyming word and a picture that will help

to explain the definition. The statistical term mode – the number

with the most frequencies – is used here as an example for

implementing the keyword method. A rhyming word for mode is toad,

and a picture might include someone walking through a creek

surrounded by toads with a caption saying, “As I walked through the

creek the most frequent animal, I saw was a toad.” This type of

mnemonic device provides a great deal of flexibility for information

that needs to be retrieved. As shown by this example, the mnemonic

device can be rather humorous, which may also help the student to

better recall the information.

The Pegword system is another example of elaboration that uses

rhyming strategies for words and associated numbers. The goal is to

have the key word rhyme David Sacks Master’s Thesis 6 with the

appropriate number. A commonly cited example is, “One is bun, two is

shoe, three is tree”. This example refers to a list of words a

student needs to memorize, the first word being bun, the second

shoe, and the third tree. Having the words rhyme with numbers to

maintain the order is useful.